Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

Doğan, Adem; Sır, Havva Kevser Yıldırım

doi:10.11591/edulearn.v16i2.20511

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Another consideration affecting Kurnia in emphasizing the use of visual objects is students' cognitive development during the period of concrete operations. This view is consistent with the conclusions of Doğan and Yıldırım Sır (2022) and Widodo and Wahyudin (2018) that students in the concrete operational phase must transform the abstract into concrete by being provided activities to explore ideas and concepts in several methods. They implement their ideas and concepts to solve problems and write their solutions using pictures, tables, graphs, symbols, and words to facilitate meaningful learning.…”

Section: Discussionsupporting

confidence: 88%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.</p>

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Section: Discussionsupporting

confidence: 88%

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Putri,

As’ari,

Purwanto

et al. 2024

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…Classroom mathematics argumentation leads to increase in conceptual understanding and better achievements (Faize, 2015;Faize et al, 2018;Kosko et al, 2014;). Doğan and Sır (2022) argue that argumentation improves mathematics Am. J. Educ.…”

Section: Literature Reviewmentioning

confidence: 99%

Argumentation Using the Indigenous Language as a Strategy to Reduce Misconceptions: Addition and Subtraction of Directed Numbers Classroom

Mathunya¹

2023

Am. J. Educ. Technol.

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This article explores argumentation using indigenous language as a strategy to reduce misconceptions in addition and subtraction of directed numbers. Within a social constructivism theory, the study was a quasi-experimental design. The two groups, the experimental group (n=39) and control group (n=39), wrote a pre-test and post-test. The pre-test was analysed to find the persistent errors that the students made and were interviewed to find their misconceptions. The finding of the study has revealed that the students have the misconception of an overgeneralization, misconception of direct translation and commutative misconception. During the intervention, both groups were familiarised with scientific argumentation, the control group argues in English and the experimental groups were introduced to argumentation in their native language (Sesotho). After using the statistical package for social science (SPSS) the experimental group’s performance on the post-test was significantly better than that of the control group. The number of misconceptions for the experimental group was reduced. Lastly, the study’s finding has shown that the arguments were longer, clear, and more meaningful in their indigenous language. The students’ performance was even positively influenced by indigenous language argumentation. It is, therefore, recommended that the students’ homegrown language be used as an alternative language of instruction.

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Integration of Indonesian Culture in the Didactic Design of the Concept of Fractions in Elementary Schools

FAUZİ,

ARİSETYAWAN,

CHANO

2023

International Online Journal of Primary Education

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This study aims to develop a didactic design using engklek games to teach the concept of fractions in elementary schools. This study combines a cultural approach (ethno), namely engklek games with mathematics in the concept of fractions. This study used didactical design research, with 2 research subjects, namely 20 students in grade 5 for learning obstacles as the basis for making didactic designs, and 50 students in grade 4 to determine the impact of implementing didactic designs. Data collection techniques used are tests, interviews, and observation. The data analysis technique uses a qualitative method to see learning obstacles in students and a quantitative method (descriptive and inferential statistics) to determine the impact of didactic design implementation. Based on the results of the Mann-Whitney test that the sig. is 0.000, meaning that there is a difference in students' mean scores on the concept of fractions before and after the implementation of the didactic design, this indicates that there is a positive influence on students getting the implementation of the didactic design using the engklek game on the concept of fractions in elementary schools. This research contributes to education in an effort to create effective and meaningful learning by involving real contexts in real life through elements of culture (ethno). Keywords: ethnomathematics; engklek games; didactic design; fraction concept.

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Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

Cited by 3 publications

References 23 publications

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

Argumentation Using the Indigenous Language as a Strategy to Reduce Misconceptions: Addition and Subtraction of Directed Numbers Classroom

Integration of Indonesian Culture in the Didactic Design of the Concept of Fractions in Elementary Schools

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